As discussions surrounding the impact of artificial intelligence (AI) in education grow increasingly complex, some educators argue that the focus has become too narrow. They contend that the current dialogue often centers on immediate concerns such as managing academic misconduct and ensuring the authenticity of assessments, while neglecting broader, more strategic questions about the future of education.
According to educators like Prof. Nick Jennings, two predominant “swim lanes” in AI are emerging: one focused on process optimization and efficiency, and the other on invention and co-creation. Both lanes have merit, but they necessitate different approaches from educators. While AI can enhance personalized learning and improve administrative workflows, its integration into education raises fundamental challenges that require a reevaluation of educational goals and outcomes.
AI tools provide significant opportunities for personalized learning, enabling rapid retrieval of information and offering coaching prompts for personal and career development. Rather than replacing human academic and student service professionals, these tools can augment services, providing personalized insights that enhance the overall educational experience.
Moreover, AI can streamline various teaching and learning processes, such as generating reading lists and structuring discussions. Educators are likely to adopt these technologies in line with their disciplinary culture and personal attitudes toward technology. Over time, academic workflows are expected to adapt as institutions gain a collective understanding of which AI tools effectively support academic practice.
However, the conversation must evolve beyond mere efficiency. As AI introduces a level of unpredictability in the educational landscape, it challenges long-held assumptions about the acquisition of knowledge. The focus may need to shift from a rigid understanding of disciplinary excellence to fostering high-end competencies, all underpinned by a robust knowledge base.
Historically, each technological advancement—from printing press to the internet—has prompted a reevaluation of educational aims. This shift urges educators to consider how disciplinary knowledge can serve a wider range of student outcomes. The transformation brought forth by AI differs in its speed and uncertainty, creating a need for educators to rethink their roles as stewards of knowledge.
As AI continues to reshape the educational environment, educators are encouraged to reflect on the future of their disciplines and the professions they inform. What does it mean to engage with a discipline alongside AI? What transformations will occur in professional practices tied to these fields? Addressing such questions requires innovative thinking and research, rather than relying solely on established educational methodologies.
The discussions around AI’s role in education are not just about technology but about envisioning the future for students. This perspective calls for a reconfiguration of educational approaches that prepare students for careers in an uncertain landscape, rather than merely imparting existing bodies of knowledge. Recognizing that educational practices must adapt to the realities of future job markets is crucial.
Sam Grogan will be among the panelists at the Kortext LIVE education leaders event on February 11 in London, discussing the Wonkhe/Kortext project “Educating the AI Generation.” This event aims to foster the necessary dialogue about how educators can effectively navigate the shifts brought on by AI while keeping student outcomes at the forefront.
See also
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
AI in English Language Education: 6 Principles for Ethical Use and Human-Centered Solutions
Ghana’s Ministry of Education Launches AI Curriculum, Training 68,000 Teachers by 2025
57% of Special Educators Use AI for IEPs, Raising Legal and Ethical Concerns
